Personal Essay For MBA Admission Sample

<h1>Personal Essay For MBA Admission Sample</h1><p>A Personal Essay for MBA Admission Sample is your first, last and just opportunity to dazzle the entrance advisory board at your planned college. This is the place you will present yourself, why you're applying, how might this benefit you, and how the application will assist you with getting ahead.</p><p></p><p>The initial segment of your own paper for MBA affirmation is to build up why you are applying to get into a specific college. Do you intend to go to school to propel your profession? Is it true that you are seeking after your advanced education to facilitate your training? Provided that this is true, your motivation in this paper will show what bearing you expect to go with your education.</p><p></p><p>The second area of your own article for MBA confirmation will clarify your enthusiasm for seeking after a specific field of study. Might you want to examine finan ce?</p><p></p><p>The third piece of your own paper for MBA confirmation is to depict your objectives and expectations. These objectives and expectations can incorporate something other than a chance to win more cash or advance your profession. They can likewise incorporate objectives, for example, living an additionally fascinating and satisfying life, voyaging more, encountering new societies, and finding a feeling of direction. Your fantasies will give you intimations about the individual you need to become.</p><p></p><p>The fourth and most significant piece of your exposition for MBA confirmation is to clarify why you have picked a particular school. On the off chance that you picked a pricey private college, maybe you'll attempt to persuade the entrance advisory board that you are extraordinary and merit superior training. On the off chance that you are heading off to a modest private college, in any case, you may decide to make yo ur school a piece of your resume.</p><p></p><p>The last piece of your own exposition for MBA affirmation is to respond to the inquiries the entrance advisory board will pose to you during your meeting. You can discuss the reasons you picked the school you are applying to, the encounters you are generally glad for, and how your class or school sets you up for the meeting. Additionally, you might need to discuss some other capabilities you have, for example, charitable effort, uncommon abilities, scholarly accomplishments, individual or expert accomplishments, thus on.</p><p></p><p>Remember that these expositions for MBA affirmation tests are intended to assist you with standing apart from the remainder of the candidates, so make certain to tail them intently and adhere to the principles. Doing so will show confirmations officials that you put some exertion into getting ready for the meeting and that you care about your future.</p>

Essay Writing Companies - How to Choose the Best

<h1>Essay Writing Companies - How to Choose the Best</h1><p>There are many article composing organizations to browse, and not every one of them are acceptable. As an understudy or as a grown-up searching for a decent paper composing organization, you have to search for an accomplished organization that has a demonstrated reputation for its composition. Along these lines, when you employ the organization, they have just demonstrated that they can deliver.</p><p></p><p>An amazing exposition composing organization will assist you with accomplishing your composing objectives and destinations. Most organizations have some expertise in scholarly composition and keeping in mind that some are glad to think of one-on-one articles, others can likewise be employed on an independent premise. This is uplifting news for understudies who need scholastic composing done and can be exceptionally helpful as the expenses that you might be charged by an office ma y not be reasonable for your current budget.</p><p></p><p>In request to pick the best organization for your requirements, there are a few things that you should search for so as to decide if an organization is acceptable at article composing. Above all else, you have to get some answers concerning the kind of article that the organization can accomplish for you. This is a significant piece of picking an exposition composing company.</p><p></p><p>You need to see whether they have some expertise in a specific theme or in the event that they work in both scholastic and non-scholarly composition. One of the most well-known subject matters of a decent organization is scholastic composition. This is on the grounds that scholastics can now and again be difficult to find. They can likewise be unpredictable, so having the correct work force available can be invaluable.</p><p></p><p>Your understudy needs to see how the ex position should be composed. You need to be sure that the organization that you enlist realizes how to get this going. You ought to be sure that they have specialists close by that can respond to your understudy's inquiries. You ought to be guaranteed that the organization you select can manage you through the way toward composing an article without disrupting any guidelines. Your understudy ought to likewise be guaranteed that their task will be conveyed on schedule. Numerous understudies need additional opportunity to arrive up with great points that should be explored. It isn't unprecedented for your understudy to need somewhat more time to do their exploration. On the off chance that the exposition composing organization has experts close by, you can have confidence that the task will be finished on time.</p><p></p><p>A great organization will have the option to get your article acknowledged by colleges or teachers inside a brief timeframe. A portion of t he further developed journalists may even have the option to compose a whole theory dependent on your task. This implies you can increase a great deal of validity just as help your understudy with their major and can even prompt additional class credit. A decent exposition composing organization will cause this conceivable and will to have the option to demonstrate this reality to the college or teacher on your behalf.</p><p></p><p>Choosing a decent article composing organization ought not be hard. Simply ensure that you are OK with the organization before you choose to employ them. Request tests of their work and ensure that you recognize what they spend significant time in so you can get results that you are cheerful with.</p>

Writing Samples - How to Write an Essay About My Childhood For English Composition

Writing Samples - How to Write an Essay About My Childhood For English CompositionLooking at some of the sample essay topics, how to write an essay about my childhood for English composition seems to be a bit of a challenge. You want to have a good title and a strong thesis, but are unsure how to start.Writing essays is not so much an art as it is a skill, and as with any skill there are good reasons for you to approach this task with care. The first thing you need to know is that your focus should be on your audience, not on the topic of your essay.For example, let's say you are writing a school essay for English composition, instead of writing about yourself or your childhood. It would be better to write about what attracted you to the school, the academic subjects that interest you. Focus on what you are trying to achieve with the essay and don't worry about the way you say it.On the other hand, if you are writing a college essay about your childhood, rather than about college. In this case it would be easier to write about what attracted you to school, the subjects that interested you, the subject of your essay. Focus on getting your point across and don't worry about the way you write your sentences. Be concise and focus on being precise and simple in what you are trying to say.Writing samples will help you move in this direction, as they provide examples of essay topics that have not been attempted before. Examples will help you find the appropriate title and thesis.Another advantage of studying some sample essays is that it gives you an idea about how to structure your writing. How to structure an essay is not difficult, but you can develop your own style. Your own writing style will be determined by the reader, but one technique will come handy.Most writers attempt to avoid metaphors, as they are hard to follow. However, you should try to use metaphors when appropriate, and you should be careful to distinguish metaphors from literal descriptions. As you read the samples, look for metaphors and you can do this in two ways.You can look for metaphors that appear in English composition, or you can look for metaphors in other subjects that you are studying. Take some time to carefully study the samples, and then go back and look at the samples again to ensure that you are following the techniques correctly. You will soon get the hang of this, and you will be writing essays more confidently.

children are just small adults - Free Essay Example

Sample details Pages: 18 Words: 5422 Downloads: 10 Date added: 2017/06/26 Category Medicine Essay Type Analytical essay Did you like this example? Introduction The clichÃÆ'Â © that states children are just small adults is certainly not true in the case of long bone fractures. A childs experience of long bone fractures is dramatically different from that of an adult on account of their rapidly developing physiology (Wood et al 2003). This rapid development results in biochemical and physiological differences between a childs and an adults skeleton, the mechanisms of fracture and healing, are an important component of their treatment needs and consequently crucial part of emergency care management (Bonadio et al 2001). Don’t waste time! Our writers will create an original "children are just small adults" essay for you Create order In addition, children, from infancy through to adolescence, have common fracture patterns related to their stage of development. The structural differences between the bones of a child and an adult enable childrens bones to endure greater forces and to heal quicker a childs remodeling potential supports full recovery with limited or no long term side effects from long bone fractures (Lane et al 1998). Injuries of all types are the second leading cause of hospitalization among children younger than 15 years (Landin 1997). Musculoskeletal trauma, although rarely fatal, accounts for 10% to 25% of all childhood injuries (McDonnell 1997, Landin 1997, Lane et al 1998). Boys have a 40% risk and girls a 25% risk of incurring a fracture before the age of 16 years (Landin 1997, Ritsema et al 2007). The most common site of fracture is the distal forearm which accounts for 50% of paediatric fractures. The rates of fracture increases with age as children grow; peaking in early adolescence. Fortunately, most fractures in children are minor greenstick and torus fractures constitute approximately 50% of all fractures in children (Landin 1997, Lane et al 1998, Gasc Depalokos1999, Richards et al 2006) and only 20% require reduction. Thus, the management of paediatric fractures is often straightforward. Without exception children will experience pain at the time of injury, attending the accident and emergency department and during recovery. The most common pain management strategies involve a multi-modal approach that includes both pharmacological and non-pharmacological components delivered via the least invasive technique (Worlock et al 2000). In practice this includes oral medication, such as oramorph, paracetamol, and NSAIDs, inhaled entonox, intranasal diamorphine (IND) or intravenous opioid where necessary and distraction with age appropriate devices, such as interactive books, bubbles, music and computer games in older children. Notably, IND is currently embraced as the key route of opioid delivery for children attending AED with fracture pain in the UK British Association for Accident and Emergency Medicine (BAAM E 2002). Parents and guardians of children frequently seek care in AED for the relief of pain from traumatic injuries and as a result the field of emergency medicine has assumed a leadership role in paediatric pain management. However, despite this the literature suggests the provision of pain relief for children attending AED remains suboptimal when compared to adults with the same injuries. Further discrepancies are reported between paediatric accident and emergency departments (PAED) and district general accident and emergency departments (DGAED) (Emergency Triage 2004). One reason suggested for these differences is the geographic distribution of specialised services, which are predominantly located in large cities where they are affiliated with universities. However, a recent audit by the British Association for Emergency Me dicine (BAAEM 2005) of their guideline for the management of pain in children shows inconsistencies in provision of analgesia particularly for fracture pain throughout the country with no measurable difference between PAED and DGAED. A key feature of this guideline is the algorithm which advocates the use of IN diamorphine for acute moderate to severe pain in children over the age of one year (see appendix 1). The whole topic of analgesia in the paediatric population is complex and still imperfect especially in acute moderate to severe pain requiring urgent treatment in the emergency department (Schechter et al 2002). The road to pain free suffering is still paved with impediments such as failure of pain recognition and methods of delivery of analgesia (Murat et al 2003). Oral administration can be inadequate in an emergency situation with particular limitations in potential choice of drug and delay in gastric absorption and gastric emptying. Intramuscular (IM) and intravenous (I V) administration can be distressing to children and have been shown to influence future response to painful procedures (Gidron et al 1995, McGrath et al 2000, Fitzgerald et al 2005, Walker et al 2007). Rectal administration has limited acceptability given unpredictability of onset together with occasional problems of consent (Mitchell et al. 1995). By contrast, the efficacy and safety of the IN route has been well documented for desmopression acetate (DDAVP), insulin, antihistamines, midazolam and calcitonin (Jewkes et al 2004, Loryman et al 2006). In contrast, intranasal administration has a number of advantages. It is technically straightforward, socially acceptable and demonstrably effective. The nasal mucosa is richly vascular and administration by this route avoids the first-pass metabolism phenomenon Summary Studies in the 1990s such as Yearly Ellis (1992) have also demonstrated the efficacy of administration of intranasal medication via a nasal spray rather than drops in adults, although the efficacy of this application in the paediatric population remains to be proven. Intranasal administration is possibly the ideal route of analgesic administration in children. Currently, within the accident and emergency department (AED) of Bristol Royal Hospital for Children (BRHC) intranasal diamorphine is used as the first rescue analgesia in the paediatric population presenting with acute moderate to severe pain, most frequently in patients with long bone fractures who do not require intravenous access for resuscitation. Diamorphine is a semi synthetic derivative of morphine with a number of properties that render it a desirable analgesic agent for administration via the nasal route. It is a weak base with a pKa of 7.83 and is water soluble allowing high concentration to be administered in small volume (Rook et al 2006). Unfortunately the legal use of diamorphine is limited to two European countries i.e. United Kingdom (UK) and Sweden. Furthermore periodic problems with its availability during the past few years (with further shortfalls in availability predicted by the NHS purchasing and supply agency) have resulted in an alternative efficacious analgesia being sought for this population. Fentanyl, however, is a short rapidly acting opiate has several qualities that render it useful as an IN analgesia and a potential candidate to replace IN diamorphine in the AED for acute facture pain management in children. It has a very high lipid solubility, potency and diffusion fraction, and unlike diamorphine it is not a prodrug and does not cause histamine release (Reynolds et al 1999). Assessment of a patients pain experience is not directly accessible to others, collecting and analyzing information about the processes of pain relief and pain prevention is not straightf orward and presents significant challenges to health care professionals. In children, this task is further complicated by their varied stages of physical and cognitive development. Recent research by Bruce Frank (2004) however, has shown that the ability to measure pain in the paediatric population has improved dramatically and that today there now exists a plethora of age appropriate pain assessment tools for acute pain in children ranging from pre-term infants to adolescents, the majority claiming validity (strength and robustness) and reliability (consistency). However, most clinical research into pain management strategies continue to rely on the gold standard self report and visual analogy score tools (mostly 0-10) (Chalkiadis 2001, Walker et al 2007). Although these tools are reliable they are not always adapted appropriately for a childs stage of development. Childrens understanding of pain and their ability to describe pain change with increasing age in a developmental pattern consistent with the characteristics of Piagets preoperational, concrete operational and formal operational stages in cognitive development (Smith et al 2003). The quality or intensity of the pain can be difficult to determine in children, as most tools rely upon a patients relative judgment between the intensity of present pain versus a patients worst pain experience (Murray et al 1996). These tools can therefore be unreliable where a childs age of development means they have limited or no memory of pain experience. Stevens et al (2002) recently described a conflict of understanding that resulted in a study bias and an insignificant reported power of (p=0.6). In the study an 8 year old boy had chosen the VAS (0-10) but frequently reported his score as 10, although he understood the increasing value of the scoring system further questioning identified he perceived 10 of 10 to be a good score and 0 of 10 to be poor. The boy was at a stage of development that limited his und erstanding of less is more. This case highlights the importance of utilizing a pain assessment technique that reliably accounts for a childs age of development. A preliminary search of literature suggests there is currently exists limited research to support for the use of intranasal diamorphine or intranasal fentanyl for the management of acute pain in long bone fracture in children as evidenced based medicine. Despite this lack of evidence it remains a key strategy within paediatric AED for the pain management of long bone fractures and is anecdotally reported as a gold standard for paediatric pain management. Therefore; its lack of availability could profoundly compromise pain management for this population. Thus, this extended literature review will examine the efficacy of intranasal fentanyl as an alternative to intranasal diamorphine for traumatic fracture pain in children attending accident and emergency departments. However, in these days of evidence based medicine, it cl early needs to be established beyond all reasonable doubt. In view of that only research into paediatrics will be included increasing the credibility of its application to practice. SEARCH STRATEGY A range of complimentary search techniques were used to capture key research including a systematic electronic literature search of the Cochrane library, Embase, CINAHL, Proquest, Medline, PubMed since 1990 up to 2009 (this has to be to year of submission). The scope of the search was extended beyond the recognised five years of current research so as to include the empirical work into the development of IN analgesia in children. Key words used included the following: pain, acute pain management, intranasal diamorphine, intranasal fentanyl, procedural, accident and emergency, emergency department, child, pediatric, paediatric, child and fracture pain, as well as various combinations. In addition, in order to ensure the completeness of the search, an internet search was completed using the Google search engine, IASP, Pain Journal, Paediatric Nursing, BAAEM, NICE, Medline, EBM; the RCN was also utilised. Backward chaining of references found was also performed to ensure all releva nt papers were identified. Although this review identified twenty seven citations it should be noted that historically there are fewer Randomised Controlled Trials (RCT) in children compared to adults possibly due to problems gaining ethical approval and consent. Additionally even experienced researchers will be unable to find all relevant papers and much research is not submitted for publication. The studies identified were divided into the three modalities of IN route, IN diamorphine and IN fentanyl with the majority presenting evidence for the IN route. All papers were critiqued using a tool published by the Learning and Development Department within the Public Health Resource Unit of the NHS (www.phru.nhs.uk/casp). The tool facilitated critiquing different forms of quantitative research and is based on work by Sackett (1986), Sackett et al (1996) and Phillips et al (2008) (see appendix 2). The results of the critique process for each paper and level of evidence applied in line with the modalities they address informed understanding of current practice and development of a research proposal. STRUCTURE OF THE LITERATURE REVIEW This literature review will focus on determining whether IN fentanyl is an effective alternative to IN diamorphine for the management of long bone fracture pain in children attending an AED. The scope of the literature review considers literature from 1990 onwards although occasionally earlier research has been referenced. Given the limited available evidence on the topic the following review structure has been selected. Chapters 1, 2 3 will present the evidence sourced on each theme intranasal route, intranasal diamorphine and intranasal fentanyl with a short summary to conclude each chapter. Chapter 4 will present an in-depth discussion and conclusion on the utility of the evidence, its application to practice and the requirement for a multi-centred comparative randomised control trial to improve the credibility of the evidence base for this field of treatment. Finally chapter 5 will present a research proposal for a comparative study of these modalities. Intranasal (IN) route of medication delivery in children. Nasal administration of drugs has been reported as having several significant advantages over current practice which are predominately oral, IM, IV and rectal (Williams Rowbotham 1998). It is emerging as a low-tech, inexpensive and non-invasive first line method for managing either pain or other medical problems (Wolf et al 2006). Nasal medication delivery takes a middle path between slow onset oral medications and invasive, highly skilled delivery of intravenous medications. The nose has a very rich vascular supply, IN facilitates direct absorption to the systemic blood supply due to increased bio-availability of the drug by missing first pass metabolism, It avoids the potentially technically difficult of sterile intravenous access, is essentially painless and is considered acceptable to children when compared to other routes of administration (Shelly Paech 2006) (see table 1). a theory which will be considered when reviewing the studies within this chapter Therefore suggesting the IN route will result in therapeutic drug levels, effective treatment of seizures and pain without the need to give an injection or a pill, furthermore; it is quite inexpensive, an advantage in this era of increasingly expensive medical technology (Shelly Paech 2006). Additionally given the complexity of the developing child and the known consequence of poorly managed pain on the future responses to pain the IN route does, if it is as efficacious and as safe as suggested offer one of the most acceptable, definitive forms of analgesia delivery in children. The degree of accuracy of the previous statements will be established within this chapter by critically reviewing the 16 studies identified on IN medications other than intranasal diamorphine or intranasal fentanyl in the paediatric population (see table 2) as these agents are considered individually in later chapters. The rigour of the studies will be addressed within this chapter and reflect the level of evidence applied a ccording to Sackett (1986) criteria (see appendix 3). Most studies reviewed were randomised clinical trials and in some cases compared against a placebo Conversely, this does not concur with the trials discussed earlier (Lahat et al 1998, Al-rakaf et al 2001, Fisgin et al 2002, Mahmoudian and Zadeh 2004 and Holsti et al 2007) where significant dosing was applied or in Wilson et al (2004) who retrospectively studied 30 children age 2-16 years receiving 0.3mg/kg at 5mg/1ml INM and 13 patients receiving rectal 0.2mg/kg diazepam for seizures. The authors report equal efficacy for both routes. Success of these agents was considered on cessation of seizures, no reported complication and not needing to attend A+E. A total of 27/30 families who had used INM found it effective and easy to use. Although 20/24 (83%) who had previously used rectal diazepam still preferred it mostly due to the coughing and the volume of liquid administered via the IN route. Given it is generally considered th at the optimum IN dose as stated above is 0.1- 0.2 ml per nostril, all but the studies discussed so far were using drug concentration and dosing regimes which resulted in large volumes of liquid being dripped in to the nasal cavity. This is particularly poignant in Wilson et al (2003) who compared buccal to IN midazolam in 53 children aged 3-12 years experiencing seizures lasting 5 minutes attending AED. A key feature of this study is the mean age of the children (age 9 years), mean weight (24kg) the study drug concentration as with previous studies was of 5mg /ml. IN dosing was at a dose of 0.3mg/kg. Given these figure the average dose would have been 7.2mg = a volume of 1.4ml being administered. Since the comparative route of administration for this study was buccal there is a possibility that part of the IN dose was buccally absorbed therefore creating a flaw in this study methodology, raising questions over why this comparative route was chosen and suggesting the only real c onclusion to be taken from this particular study is buccal midazolam is effective and safe in children. Furthermore although this is described as a blind RCT and the authors claim the time to cessation of seizure was quicker for the INM group 2.43 (SD 1.67) to 3.52 (SD 2.14) for buccal route there is little detail on the blinding process or data collection procedure suggesting the rigour of the study maybe flawed therefore the efficacy and safety claimed for the IN route should not be embraced without further study. On the other hand Fisgin et al (2002) and Hardord et al (2004) compared the INM with rectal diazepam. In Fisgin et al (2002) in an unblinded RCT equivalence study the authors compared INM with rectal Diazepam to ascertain the safety and efficacy of INM for the development of a clinical protocol in the management of prolonged seizure in children attending the AED. Forty five infants and children age 1 month -13years experiencing prolonged seizures 10 minutes were eith er given INM 0.2mg/kg or rectal diazepam 0.3mg/kg. The authors report proven efficacy (p 0.05) for INM stating time to cessation was faster INM 2-5 minute Vs rectal diazepam 5-7 minutes. Additionally, only 3 patients in the INM group compared with 10 in the rectal diazepam group needed a second dose. Statistical analysis applied to parametric and nonparametric values, respectively was SPSS Inc, The Mann-Whitney U-test, Wilcoxon rank sum test and Pearson chi-square test. Interestingly group stratification was almost identical, further supporting the study outcomes claimed. However it is worth noting that the sample size is small considering this is an equivalence study and without detail on the process of powering the study the possibility of a false positive result should not be ignored. As power for a study increases the chances of a false negative result decreases, therefore, appropriate powering is a vital component of clinical trials and should be preformed early in any study d evelopment Intranasal Diamorphine (IND) The delivery of opioids via the IN route is perhaps one of the most valuable indications for IN medication delivery. Acute pain is a frequent experience for children whether attending an AED, hospital and hospice setting (Hamer et al 1997). Furthermore it is not unusual for them to experience frequent episodes of breakthrough pain which requires additional support from fast acting analgesic agents. Owing to the developmental and physiological difference in the paediatric population there is a need for a variety of effective treatment option from which to select and individualise the patients therapy to meet their needs. IN opioid is simply one such option available which may be useful in children. It has been suggested that the delivery of medications via the IN route results in rapid absorption with medication levels within the cerebral spinal fluid (CSF) being comparable with (IV) administration (Chien and Chang 1997). Diamorphine hydrochloride is a semi-synthetic derivative o f morphine. It is extremely hydrophilic, which makes it ideal to use when preparing in high concentrations in solution, thus allowing high doses to be administered in smaller volumes via the intranasal route (Kendall Latter 2003). However, this route of administration can be a painful process as reported by adults (Henry et al 1998). Despite this the intranasal route is considered more acceptable to children and their parents and is thought to lessen the opioid side effect profile seen in IV administration (Stoker et al 2008). This concept has been well recognised throughout the UK and many centres already use intranasal diamorphine for acute pain in children, following the guidelines by the British Association for Accident and Emergency Medicine Clinical Effectiveness Committee (2002) (BAAEM). Although the administration of intranasal diamorphine is now a first line choice for moderate to severe acute pain for children attending AED, as is the case within our institution, there is very limited research to substantiate this practice although as noted above it has been readily accepted by the BAAEM for acute pain management in children and very successfully used within our institution A recent shortage of diamorphine evoked the search for an equally effective and acceptable alternative. Early research in animals and adults reported pharmacokinetics of nebulised inhalation and intranasal administration of diamorphine as detected morphine in plasma at six minutes (Masters et al 1988, Kendall 2001). Despite the age of this research and the fact that the later study was in adults, it is still quoted as creditable evidence to support this practice in paediatrics. However the legitimacy of this should be questioned, due to children not being just small adults but have physiological differences intrinsic to their age and stage of development which may affect the bodys absorption and level of toxicity in different ways to adults. The extensive literature search highlighted four randomized controlled trials (RCT) that demonstrate IND to be clinically superior to intramuscular morphine and inferior to IV morphine particularly in the management of acute pain in children, a case study of an 8 year old boy and clinical audit of IND for pain relief in children attending AED (see table 3). The key methodology in the RCTs by Wilson et al (1997), Kendall et al (2001), Brennan et al (2004) and Brennan et al (2005) suggest these are superiority studies where the authors hypothesised improved pain management with the IND when compared to a variety of routes. The rigour of the studies will be discussed later in the chapter. Although while the critiquing process takes place it is fundamentally accepted that RCT are considered level 1 or 2 evidence as opposed to case study or audits at Level 3b and therefore generally sourced to Latest published clinical evidence to support the use IND in the paediatric population is presented in an audit by Gahir Ra nson (2006) of 54 children whose care was managed by the use of an integrated care pathway for acute pain management while attending the local AED. This integrated care pathway focused strongly on the use of IND. Data collection was on a one page performa and included consent, date, patient demographic, pain score and side effect profile. Data collection was retrospective and data analysis illustrated limited recording of side effect profile but improved pain scores. However only 60% of patients have this information documented so data collection was difficult. Despite this lack of hard evidence no clinical incident, including the side effect profiles, were reported. Thus suggesting the practice of IND for acute fracture pain management in children could be safe, effective and more acceptable to children than the more painful alternative of IM or IV administration. However there is limited strength in an audit, other than a review of practice (Bowling Ebrahim 2005) and in this c ase a key feature for review should be the documentation process in the department as there were facets in the care pathway administration documentation missing. Therefore this audit suggests that IND is safe and effective pain management for children, but this conclusion can not be categorically drawn from the limited data available. The potential outcome of this audit could be education on documentation, to do a more rigours prospective audit of practice. Unfortunately at this point it only offers an insight to their clinical practice which is favourable for this agent and route. Albeit as noted before IND has improved childrens pain management and over all experience of acute care in our PAED additionally as with the results of the audit we have experienced no side effects or complications, further highlighting the importance of seeking an alternative to IND which offers equally efficacy. Intranasal Fentanyl (INF) Monitoring of the usual observations and pain scoring in the child was recorded prior to the administration of fentanyl (20 micrograms for 3-7 year olds and 40 micrograms for 8-16 yrs) and continued at 5 minute intervals for the 30 minute period. Additional doses of fentanyl (20 ÂÂ µg) were available if required at 5 minute intervals. Pain assessment was achieved with two validated pain assessment tools, the visual analogue scale (VAS) in older children and the Wong-Baker Faces (WBF) for younger children. Both are reliable and known to support consistency in pain assessment. Though there was no mention of training for those assessing this primary end point using these tools in the paper therefore this should be considered in the overview of the standard of evidence produced by this study. Additionally although forty five patients were randomized following consent unfortunately no details on the randomization process was disclosed in the paper either. This may not be significan t, but when reviewing the credibility of the authors claims these obvious omissions could be responsible for a flaw in this study and remains to be established. On the other hand, the methodology that has been disclosed in the paper appears sound as it addresses key areas of sample calculation (power of the study) as a superiority study with the sub groups size adequate to detect a significant difference (Greenhalgh 2004); demographics, blinding of the drugs, assessors and appropriate statistical analysis of the data therefore supporting the validity of the results claimed and the application of the results to the age of patient targeted that this literature review is aiming to find an analgesic alternative to IND for. The results concluded by Borland et al (2002), are a reduction in pain score at 10 minutes to 44.6 mm (95% confidence interval) 36.2-53.1 mm from 62.3 mm 53.2-69.4 mm (95% confidence interval) at assessment using the VAS and 2.2 (95% confidence interval 1.3-3.1) at 10 minutes from 4.0 (95% confidence interval 3.3-4.7) at assessment in 16 children using WBS. Visual analogue pain scores demonstrated clinically significant reductions in pain scores by 5 minutes that persisted throughout the entire study (up to 30 minutes) for both INF and IV morphine. The second primary end point of this study (side effect profile) showed no significant change in physiological parameter of the childrens pulse or respiratory rate, blood pressure or oxygen saturations, interestingly the side affect profile chosen for monitoring such as pulse and blood pressure are not considered to be one of the primary side affects of morphine, however nausea and vomiting which are was not assessed. Ultimately, there were no negative side-effects and the sizeable reduction in pain scores (compared to baseline assessments) was accomplished in children using INF by 10 minutes and maintained throughout the 30 minute period with the mean INF dose at 1.5ÂÂ µg/kg and ranging fr om 0.5-3.4 ÂÂ µg/kg. Interestingly 35.5% of children in the INF group only required one dose. Given the clinical equivalency of these two agents and routes the authors conclusion that INF offers the benefits of a simple painless technique for treating acute pain is substantiated. These benefits suggest that the IN route could be a valuable technique not only in an AED but also for breakthrough pain by offering a fast onset of pain control in moderate to severe painful conditions. It could also provide pain relief and allow topical anaesthetics to take effect on the skin prior to IV establishment. Therefore this may be a suitable alternative to IND. A similar and more recent double blinded RCT trial by Saunders et al (2007) claimed efficacy of a larger dosing regimen with a mean dose of 2ÂÂ µg/kg INF (50ÂÂ µg/ml) for pain reductions in paediatric orthopaedic trauma compared with IVM at 0.1mg/kg in 60 3-12 year old children. This study reports positive outcome for INF following both patients and carers reporting very effective pain management and satisfaction using this treatment method. However there is little information in the paper of methodology and results are given in percentages rather than a P value or NTT which should be expected in a rigorous creditable RCT of two agents (Bowling Ebrahim 2005) reducing the level of evidence applied to the paper to L3. Even supposing the results are an accurate reflection of the efficacy and safety of INF, particularly the fact that no significant difference in pain score or side effect profile and INF is a way forward, the lack of detail the randomisation process and analysis of data in the study methodology merely implies that these results maybe flawed. Interestingly given the concentration of fentanyl 50ÂÂ µg/ ml a dosing volume for a 25kg child would have required one ml = 0.5ml per-nostril therefore suggesting some of the administration may have been oral rather than IN and present t he issues of bad taste which is put forward as a possible study limitation by the authors. Then again there are no complications or reports on taste presented in the results and the authors conclusion on the efficacy of INF for acute pain management in children may be founded. However, without sourcing more details from the authors it cannot be considered evidence to inform this dissertations aims but merely an example of poor research or appropriate omission by publishers. Further suggesting there remains a requirement for more research on the topic within double blind, equivalence, RCT focused on INF efficacy and dosing with sound methodology that is transparent in publication to answer the dissertation question. Conversely an older and more rigorous study which also looked at dose related analgesic effect between routes of administration is by Manjushree et al (2002). The authors demonstrated the clinical efficacy of INF in a cohort of 32 children (aged 4-8 yrs) in a postopera tive situation and with a double blind level 1 RCT. The study design gives the impression of sound methodology as blinding, assessment and analysis of data was appropriate and available for scrutiny in the paper, particularly the analysis of both nonparametric and nominal data. The only weakness is possibly the sample size of 32 patients. Although the authors performed a power calculation which identified 40 patients to show a significant affect, they only recruited 32 patients, furthermore, this appears to be an equivalency study where the authors hypothesised INF would be equal to and not inferior to IVF therefore would have needed a larger sample to detect reliable differences (Bowling Ebrahim 2005). Additionally the short fall in patients recruited is not explained suggesting this is a significant failing of this study lowering the level of strength applied to it to L3a Nevertheless the study by Manjushree et al (2002) demonstrates that, although the results were comparable between groups in terms of both analgesia obtainable and incidence of side effects, the IV group required slightly less of the drug to produce the same clinical effect and also obtained comparable analgesia about 5 minutes earlier than the intranasal group. The INF group required (1.43ÂÂ ±0.39ÂÂ µg/kg) fentanyl compared to (0.8ÂÂ ± 0.3ÂÂ µg/kg) intravenously. One particularly interesting feature of the study was the dosing regime used. Children either received INF+IV placebo or IV fentanyl + IN placebo. Dosing commenced at 0.5 ÂÂ µg /kg and was titrated to comfort for both routes. The total dose of fentanyl needed to establish comfort was 21.43 ÂÂ ± 10 ÂÂ µg intranasal compared to 14.6 ÂÂ ± 6.35 ÂÂ µg intravenously (p 0.01) and onset time was slower for the IN route 13 minutes compared to 8 minutes in the intravenous group therefore supporting the theory that intravenous medication needs to be prescribed in larger doses when administered intranasally to achieve equal efficacy to the more invasive IV route (Williams Rowbottom 1998). Additionally this may suggest that if a large dose had been used for the IN route to begin with, and then time to attaining comfort may have been equal between the groups. Conclusion here does not appear to be any significant work directly comparing the efficacy of IN fentanyl with IN diamorphine as an appropriate agent for producing similar analgesia effect in children. There is a substantial body of literature which attests to the fact that the IN route of administration is both effective and appropriate for both of these agents Wilson et al (1997), Kazin et al (1998), Finkel et al (2001), Kendall et al (2001), Larkin et al (2001), Borland et al (2002), Manjushree et al (2002), Borland et al (2005), Brennan et al (2005), Borland et al (2006). However; the difficulties arise when trying to make an informed assessment of the reliability of the evidence base, considering the guidelines that dictate clinical practice. As already highlighted, there are a number of methodological shortcomings in the studies of INF in children discussed, which has meant the evidence from these trials could not be extrapolated to the wider paediatric population. In contrast, two stud ies of sound methodology provide some evidence of a dosing regime that may be therapeutic and reduce clinical risk but these alone do not provide enough evidence on which to change clinical practice. The challenge still remains to find a replacement for IN diamorphine in the AED for acute pain in children. In these days of evidence based medicine it clearly needs to be established beyond all reasonable doubt that IN fentanyl is such an alternative, unfortunately there is a large gap in the currently available literature. To address this problem further research in the form of a multi centre RCT comparative study between IN diamorphine and fentanyl is suggested (see chapter 5) from which a rational decision could be made

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Essay That Says College Education Should Not Be Free

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Search Term Papers on Feminism

<h1>Search Term Papers on Feminism</h1><p>If you examine the diverse hunt terms that are being utilized when somebody is looking for expositions on women's liberation, you will see that there are not many outcomes. This implies the online exposition composing networks and their scholars are not as productive as you would have hoped.</p><p></p><p>If you did a Google scan for terms like 'online article composing communities'term papers on women's liberation', you would locate a gigantic error in the quantity of results you would get. Indeed, if you somehow managed to do an ordinary Google look for 'online exposition composing networks' you would most likely get precisely the same arrangement of results from a considerable lot of them. That doesn't actually stable like the perfect arrangement, does it?</p><p></p><p>I am positively not accusing the online exposition composing networks for this, it is just that they are ove r-populated with new journalists who are moderately unpracticed with the kind of composing they are doing. It's likewise the situation that there are individuals attempting to showcase their administrations or items, which brings about individuals being delude. All things considered, they have various journalists on probably the biggest system on the planet who are attempting to advance their businesses.</p><p></p><p>However, on the off chance that you had chosen to do your own online article composing occupations and type in the watchwords 'online exposition composing communities'term papers on women's liberation', at that point you would be in a greatly improved situation to see some vastly improved outcomes. It would likewise be conceivable to see heaps of great online article composing employments on women's liberation which have been composed by profoundly qualified writers.</p><p></p><p>Once you begin taking a gander at these onl ine exposition composing occupations on woman's rights, you will rapidly find that there are a few unique reasons why there is so little gracefully. For instance, women's activist developments around the globe are not all also known as they ought to be. As a rule, it is a result of the conspicuous policy centered issues engaged with women's liberation, yet there are likewise numerous schools in the US where a large number of the female understudies think that its hard to adapt to the way that they won't be permitted to wear the hijab (headscarf) so as to acclimatize in their school.</p><p></p><p>Now, envision that you got one of these understudies to go after a position and you at that point discovered that they had gained notoriety for being fruitful. A couple of these individuals who are notable in the neighborhood go after the position and you would should simply give them the activity and your resume. The outcome would be an immense lack of female authors in every one of those neighborhood areas.</p><p></p><p>This is something that I consider regularly when I am looking for an online paper composing network. Since the web is the most well known approach to inquire about anything on the web, and it is this prominence that make it the ideal vehicle for individuals to advance whatever item or administration they are selling - individuals love the way that they can make a showcasing plan to sell their items online without having to really set aside the effort to accomplish the work themselves.</p><p></p><p>There are individuals who bring in cash through this advancement and a considerable lot of these organizations are claimed by individuals who don't really have any items or administrations to sell, and who have figured out how to utilize the web to advertise their own organizations. Be that as it may, these individuals must keep on advancing the items and administrations so as to keep th ese organizations alive.</p>

Essay Samples For Students

<h1>Essay Samples For Students</h1><p>Personal exposition tests are viewed as a valuable instrument for understudies in getting ready papers, postulation or thesis. These days, they are not simply given in different programming programs like MS Word, but on the other hand are accessible as PDF records that can be changed over to any sort of archive that you need. They might have the option to give you a see of what you should compose, before proceeding with the real composing process.</p><p></p><p>One can get a few paper tests for nothing on the off chance that one has an online record with a particular sort of site. A paper is a composed record that incorporates examination and understanding of thoughts, history, culture, religion, and other related issues. It is a significant component in all schools and colleges. Understudies setting up their articles for college require to utilize this arrangement for investigation and understanding of th e matter.</p><p></p><p>But for most understudies, setting up an individual exposition would include more than perusing and dissecting the substance. To have the option to bring their musings out to the perusers, an understudy needs to figure out how to viably communicate them. A decent paper will be fit for giving a precise impression about the understudies' thoughts.</p><p></p><p>The initial phase recorded as a hard copy an individual exposition is understanding what makes it intriguing and speaking to other people. You can get a huge measure of data and experiences from certain paper tests. You have to have a knowledge about the crowd who will peruse the article. An example that centers around working guardians would be not quite the same as an exposition that manages science and innovation or business.</p><p></p><p>Your article tests ought to be intriguing. On the off chance that you have a legitimate present ation, at that point your article tests will be easy to peruse. There are additionally articles that you can discover in the web. Accordingly, you can hear numerous thoughts and tips from the Internet with regards to how to compose a decent close to home essay.</p><p></p><p>The most ideal approach to set up an individual paper for your school assignments is to solicit the direction from a guide. On the off chance that you have been in school for at some point, you ought to have the option to confide in the direction of a teacher or educator. With their assistance, you will realize how to set up an exposition that has the ideal mix of innovativeness and procedure. In any case, the most ideal approach to learn is by perusing the different articles posted on various websites.</p><p></p><p>The best part about the papers that are posted on these sites is that they incorporate a great deal of tests. You should simply tap on the connection ga ve in the example and it will consequently open up and show an enormous number of models. This will assist you with figuring out how to compose an individual paper even faster.</p>

Textual Analysis Essay Samples - Learn How to Write an Impressive Essay

Textual Analysis Essay Samples - Learn How to Write an Impressive EssayTextual analysis essay samples are a very useful tool for those aspiring to get in the college admissions. These essays can help you make an impression on the admissions committee by displaying your writing skills. When writing the essay, remember to use the right words, sentence structure and format.In college admissions, many colleges look at the student essay sample first. It is the one material that is normally used as the basis for the composition of the entire application package. The study of the textual analysis essay samples that are available online will help you write a brilliant essay in no time.Many people like to analyze topics when writing an essay. An essay analyzes a particular idea, concept or event. It usually highlights the ideas of the student. You can also use the textual analysis essay samples to present to the admissions committee about your expertise in a particular field.To improve your o wn essay, you need to study the sample essays and see how they have been written. You can take a few notes as you read through the essays so that you can be familiar with the way the paragraphs are laid out. You should not allow yourself to be bored.Textual analysis essay samples will give you a good idea on how to write an effective essay. Moreover, if you follow these instructions, you will be able to compose an impressive essay.The analytical essay will surely make a lasting impression on the admissions committee. You can try to present a well-thought out essay in this arena. Writing an intelligent essay can help you a lot if you have the desire to learn.The points that you put on the composition should contain some examples from your undergraduate education. There is nothing worse than having an intelligent essay that contains no reference to your educational experience. Be certain that you have followed all the necessary guidelines in order to produce a brilliant essay.Your adm issions committee will surely be impressed by your hard work and determination. You should use the textual analysis essay samples that you have found online in order to create a masterpiece. You should not allow yourself to be discouraged by failing to meet the criteria of college.

What is a College Fellowship Essay Question?

What is a College Fellowship Essay Question?When I was looking to submit an Elon College fellows essay, I was concerned that I was going to have to submit a lot of writing samples. After all, there are quite a few colleges that ask for a lot of sample essays. There are a lot of different varieties for you to choose from, so I wanted to outline a couple of the most common questions that you will be asked during your application process.Fellowships are given for a particular college for a specific period of time. It is a chance for the college to help you finish up some of your college credits and move forward in your life. By submitting a good work ethic and curriculum vitae, you are giving yourself a leg up over other applicants who are not as prepared.What a good writer needs most is writing space and not too much of a writer's time. You can get lots of free writing space from job ads, but if you plan on submitting multiple applications in the same year, you are going to run out of space pretty fast. Asking for extra information or additional resources will ensure that you get a fair amount of time to write. The more information you provide, the more it shows to the college, and the more likely they are to give you the fellowship that you need.You will want to be sure that your fellows essay is consistent with your application for admission. If your writing is atypical of the average college freshmen writing, you might be better off to simply submit an application to a different college that is going to specialize in writing from students who have very little experience with the topic you are writing about. Some colleges allow you to submit a group of essays rather than just one (which is recommended).My advice is to get as many essays as you can, but in fact I recommend that you try and write a free essay before you ever have to use any money. This way you can tell a college that you will go the extra mile for them, even if it means using a free essay. One qu estion that is often asked is whether or not you can supply sample transcripts. The truth is that this is really up to the college you are applying to.You should be ready to send out a large amount of free information, which they will have to purchase. If you are writing for a nonprofit or medical school, you may have to spend money for a number of things, but I recommend just getting in the habit of doing a few free essays before you have to get paid for them. Doing a few free ones will help you get a feel for how the college looks at writing sample.Writing for Elon College fellowships requires a great deal of effort on your part. You should use these essays to put your best foot forward. Your essays can influence the college to get you into the program that you want to attend.

Up in Arms About Topics for Synthesis Essay?

Up in Arms About Topics for Synthesis Essay? Getting the Best Topics for Synthesis Essay If you still cannot put your head into choosing a specific topic, EduBirdie is here in order to assist you. If you're interested in the topic it will make things easier that you find the assignment accomplished in a timely method. Now that you know what a lousy topic appears like, it's time to chat about what a fantastic topic resembles. Before looking at several of the freshest titles to think about in synthesis writing, let's look at what makes a great topic. Gender roles won't ever be reversed 15. The topic you select for your paper ought to be relevant to the area and society. With the maturation of the mass vaccination and there was the development of the anti-vaccination movement. The in-depth study of the health condition has resulted in the visual appeal of a new therapy. Parenting topics have a broad array of formulations, based on a subject they're related to. Obesity isn't necessarily the end result of gluttony. Even though the principal parts stay common in all types of essays there continue to be differences in the range of paragraphs and arrangement of body paragraphs. You will need to back up your viewpoint with well-researched facts and data also. Paraphrased information still ought to be cited, but there's no demand for quotation marks. Typically, it's simple to present information in your words. There's one key difference, thoughyour instructor gives you the sources you will use to substantiate your argument. Every essay should have an introduction in the start and a conclusion at the end. Well, if you're on the lookout for a simple paragraph to write, then you'll have no problem in finding your final essay paragraph. Regardless, keep in mind that a poorly written paragraph might provide you a minimal score! Topics for Synthesis Essay for Dummies The debut of your essay must present your topic clearly so the reader is certain of what he will learn in the remainder of the essay. In an argumentative essay, you will want to state your thesis and offer critical evidence from sources that you might not have visited before. A synthesis essay prompt has to be negotiable. Argumentative essays are frequently more philosophical and synthetic essays are devoted to a specific matter. Anyway, a topic for synthesis essay shouldn't be too broad so you could develop an appropriate argument. Synthesis essays are employed in various papers. They are to be written with a meticulous approach. Moreover, a synthesis essay has to be well organized just as with any other college papers. By way of example, in college, you might be requested to compose a paper from the opposing perspective. If it is all about figuring out how to compose an AP English synthesis essay, it is necessary to open the official AP website with the present requirements and study the grading rubric to comprehend what things to concentrate on. Before enlisting in any AP training course, it's wise to go through the analysis program summary and get accustomed to the examination. Students who opt for interesting topics are more inclined to spend sufficient time on research. It isn't simple to center on a single topic once the options are on no account limited. Obviously, all credit must be provide d to the source to prevent plagiarism. Restrict your topic options just a few but attempt to concentrate on what's really interesting to you. When you work through your sources, make a decision as to what position you're likely to take. Continue reading the offered sources until you create a last decision regarding your position towards this issue. Among the useful strategies to keep in mind is that your sources ought to be somehow linked to one another. What you will need is a topic that has a lot of sources that may support more than 1 position. Second, you've got to contemplate the quantity of sources that you have to have in writing. Attempt to learn what information is not uncommon for all sources. You should employ a significant amount of sources. You should also offer evidence sources and the value of each source. What Is So Fascinating About Topics for Synthesis Essay? A synthesis essay may demand a substantial number of details and evidence. Therefore, synthesis essays involve assembling several elements of information together on a particular topic and presented in a fashion about the thesis statement. You ought to choose synthesis topics that aren't only intriguing but also reasonable to research. A complete topic for a synthesis paper is one which encourages you to have a stance on a debatable iss ue. Once you've written your synthesis essay, certain steps should be undertaken as a way to finalize it. A source-by-source structure is easily the most popular.

A Report On Economic Growth - 2284 Words

â€Å"Economic Growth Starting to Pick Up Pace† – Perth Now The article summarises the economic situation in the post mining investment boom period in Australia, touching on several macroeconomics including but not limited to economic growth, unemployment, GDP, fiscal and monetary policies. Essentially, economic growth is the increase in a country’s standard of living or its capacity to increase production of goods and services over time (Howitt and Weil 2008; Saymeh 2013, 341). Economic growth is an overarching concept that takes into account GDP growth, unemployment rate, productivity, etc. that eventually affect the nation’s living standard. Mining investment boom in Australia The most recent and largest mining investment boom in Australia†¦show more content†¦The post mining investment boom indicates that the industry’s investment pipeline is slowing as existing projects are completed, and the industry shifts focus to production (Finch 2014). Consequently, there is â€Å"a big fall in private investment† as depicted in the article (Cadden 2014). Complications of post mining boom Despite that positive contributions to economic growth from household consumption and government spending are offset by the major cutback in mining capex (Cadden 2014), the export volumes grew by 2.1% in the latter quarters of 2013 due to the expanded capacity from previous investment (Viola 2014). In this case, companies in supporting the operational phase of mining industry, strong trade-exposed industries, as well as export and import industries will benefit from this major shift of focus. Using the National Income Identity: GDP = consumption + investment (private) + government spending + (exports – imports) Y = C0+c(Y-T)- I + G + NX (1) Y = f (C, I, G, NX) C = f (Y, T) , I = f (Y, r) , NX = f (Y, Ã"‘) (+, -) (+,-) (+, -) Where: Y = Income / output / expenditure / GDP C = Household consumption expenditure T = Taxes paid by household I = Private investment expenditure r = Real rate of interest G = Government / public spending/investment expenditure NX = Net exports (exports – imports) Ã"‘ = real rate of exchange With the slowdown in mining investment (private) offset by the upsurge in

Lord of the Flies The best leader “Ralph, piggy or jack” Free Essays

string(80) " They claim to see something which they were influenced as if it was the beast\." The lord of the flies began by a plane crash near the Pacific Ocean during an unnamed war in which a group of English schoolboys are lonely on an island, under no adult control. They are left on the island to feed themselves and fight their own battles. The boys started to make rules and laws in which everyone had to follow, but they tended to have arguments with each other when deciding rules. We will write a custom essay sample on Lord of the Flies: The best leader â€Å"Ralph, piggy or jack† or any similar topic only for you Order Now They collapse from their friendships because they didn’t agree with the decisions or rules they made. The story starts off with a young character called Ralph. Ralph is a very organised person, making the reader becomes inclined to think that he is also an intelligent individual. He seems certain throughout the book that his father, a commander in the Navy, will come and rescue him and his peers. He was eventually chosen to be a designated leader of the group by the others. This is most likely because he is a polite character and he also carried the advantage of being one of the older members of the group. Piggy was Ralph’s best friend; this is largely due to the fact that he listened to what he said and didn’t hesitate to follow his rules. Eventually, as time passed by, piggy developed into a father figure towards the younger boys. ‘Lord of the flies’ has become a widely known story over the years, due to the unusual idea of the famous ‘conch.’ The boys took to the idea of using this conch to grant one another the power to speak-out without being interrupted in the many assemblies they had. With Ralph as the leader, it was inevitable to the reader that a device of this kind would be thought up, as Ralph, being a sensible youth, seemed to appreciate the great importance of being able to sustain order within the temporary community. This is why he came up with the idea of using a conch. In doing this, the element of fairness in Ralph’s character is also demonstrated to the reader. Ralph began to find rules and limits in which they could remain safe on the island. Ralph, Jack and Simon explored the island and began plans for shelters from the weather. Simon was a young lad, although he was still granted respect from the elders, and likewise he respected them. Ralph also made the decision that a fire should be lit permanently on the mountains as a constant smoke signal. This was a very pragmatic idea, again demonstrating to the reader the great leadership skills that Ralph possessed. Ralph then decides to have a meeting about lighting a fire on the mountains and Jack also decides to make a hunting party to hunt for pigs. A small boy claims to have seen a serpent-like beast, but the idea is quickly discarded after Ralph and Jack convince the group to collect wood. The group hurriedly rushes to the mountain and collect wood for a fire. At first they didn’t have anything to light the fire with. Then jack uses Piggy’s glasses as a magnifying glass to make sunrays as heat. Although there was only a little amount of fire created, the rest of the boys put some green branches on the fire, so they could have more fire. When the next meeting happened Ralph decided to make more regulations or commands to set people on specific tasks like building shelters and putting the fire on. From now Ralph and Jack start to make different decisions and start to ignore Ralph’s rules. Jack got more into hunting and started to forget his to goal of being rescued. Everyone started doing there own kind of activities, while Ralph and Simon were the only ones who were building shelters. The younger children started to help less and got more into playing games on the beach. Later on, a ship sails past the island but unluckily fails to notice the boys because Jack’s choir had let the fire out completely. Jack and his boys had lost attention in the fire and had gone off hunting. Jack and his boys caught a pig and told Ralph about all the things that had happened during his absence. However, he wasn’t interested as he was much more concerned over the fact that they’d failed to keep the fire going. â€Å"There was a ship out there, they might have seen us and we could have gone home. Your stupid ideas about hunting let everything down.† Jack lights the fire again by using Piggy’s glasses and prepares pigs meat for a little feast. By reading this phrase proves that Ralph cared about him self and others to be rescued. Later on in the story situation had changed from fire into beast situation because the young children’s were scared at night and told Ralph and jack that there is a beast on the island. Jack didn’t bother about Ralph rules and started to protect little children’s from beast. One night when piggy and Ralph were sleeping, the twins rushed to them and told them that they saw a beast with huge claws and teeth’s. Ralph then made a little assembly in the morning and told the rest of the children’s about what Sam and Eric saw last night. Jack and Ralph went to explore the island with some other children’s but they didn’t find anything. Ralph told the group to keep the fire going as well, while we are searching for the beast. The group started to ignore Ralph rules and joined Jack to hunt for the beast. Ralph still hanged around with jack for a little while. Jack told some of the children to come along with him so they can check if there is a beast living on the top of the mountain. Ralph volunteered to come along as well. They claim to see something which they were influenced as if it was the beast. You read "Lord of the Flies: The best leader â€Å"Ralph, piggy or jack†" in category "Papers" They ran away from the living thing and came down the mountain to protect their self. Ralph had planned a feast at night. They invited everyone to come and eat with them. They all were chanting and started to become louder and louder. Roger pretended if he was a beast and everyone slowly tried to attack him. Piggy stood in one place looking at them. While they were enjoying the festival, â€Å"Simon† went up to the mountain to see if there was really a beast living up there. He walked through the woods and ended up on the mountain. When he saw the beast he stepped back and got scared. Then he went to take a closer look at the beast and he found out that it was only a person made out of parachute which always got blown by the wind and makes it move. It pretended that if it was a real beast. Simon went running down the mountain and ran through the forest to tell everyone that there is no beast. While he is returning the boys saw that there was figure coming down. Someone shouted out that it’s a beast. Everyone rushed towards him and stabbed him several times until he can’t move. Then they stopped stabbing it and found out that the dead body was Simon. Ralph was in tears about Simon death. Now there were only piggy and Eric left on his side. Ralph told piggy that this was a murder. Piggy replied that it was too dark to see, it was also raining with thunders. It was accident said piggy. We couldn’t see who it was. It could have been anyone. Jack had stolen piggy glasses and their fire place. They had fort near the cliffs. Ralph and piggy went to the castle to collect piggy specs from jack, because they needed the specs to light the fire so they can be rescued of from the island. Piggy told jack that he has got the conch and he has got the right to talk. during his speech, he says â€Å"that you lot are acting like a bunch of kids with your faces painted like Niger’s†. Jack wasn’t even listening to piggy, than Ralph took the conch of piggy and called jack a thief and they both got into a fight. Everyone started to chant. Then eventually the pair stopped, and Piggy spoke. His long speech was interrupted when one of the savages rolled a huge rock down the cliff which struck Piggy and pushed him forty feet down the mountain and ended up falling on top of the pointy rocks. Jack showing no signs of remorse threw a spear which hit Ralph in the ribs. Ralph ran to the forest to save his self. All of the boys were gone, Ralph thought. Only cruelly children have remained. While Ralph was in the forest, he saw Sam and Eric. They told him that he should run and hide because Jack and Roger were going to hunt him soon. Suddenly Roger came to see if the twins were keeping guard. Ralph hid in a grove. When Roger left, Ralph ran away and thought about the best course of action. The island was on fire. The whole group was looking for Ralph. Jack spotted him and the whole group was soon chasing after him through the forest. Ralph was humiliated and ran out of the forest, and fell into the sand, in front of two shoes. The shoes of a sailor whose ship was waiting to take them home. Ralph told him about the deaths and then broke into tears. The sailor said â€Å"he wasn’t suspecting like this kind things from English boys†. Diary based on two characters, â€Å"which I consider may have become the selected leader†. Piggy When i was first crashed on an island, I was so scared, because there was no one to look after me or the rest of the group. I met a boy called Ralph. I told him what they used to call me back at the school time. Ralph started to have a little laugh. We carried on walking by the beach, when both us came across a shell. Ralph picked it up and asked me what you exactly do with this. â€Å"You blow it from underneath the hole and it makes a loud noise†, piggy replied in a gentle voice. â€Å"In olden times people use to take this has a symbol of justice, to speak out in assemblies†. As they we were walking and talking to each other, we saw a group of boys walking towards us; they were singing a song. Jack was one of the boys in that group. He asked our names, and then sat down and starts talking about how did they both met each other. When they were in middle of their conversation Ralph said that â€Å"they should have a leader who will give rules to everyone about how they are going to live, eat and do other things†. Jack and Ralph were both chosen to receive votes. Only a few people voted for jack, but quiet few of them said that Ralph should be the chief. Then at last I slowly raised my hand up voting for Ralph. Everything was going great. The entire group was following Ralph’s rules, later on things started to collapse because jack and Ralph didn’t agree with each other decisions. I was Ralph’s best friend and I didn’t like jack because he didn’t treated me in the same way like he did to everyone else. He called my names and said that I am too fat to do anything good. They all ways leave me behind with the little children’s because I was like their father figure. Jack always has wondered off to hunting and the fire would always go off. Our main advantage of the fire was the smoke, which was their signal of proving that someone or something is on the island and they need their help. Ralph When I was crashed on the island, I felt a bit scared because there was no one on the island to look after me. There were a lot of different sounds coming from the trees, like if something was looking or hunting for something. When I was walking beside the trees the first person I met was piggy. I told him my name and a bit about my self. Piggy was so kind and didn’t raise his voice above mine. When we were walking down, we saw a group of boys coming down. They were singing a song. A group of boys from them was called jack, he asked our names and then started talking about what’s going to happen on this island. I said, â€Å"That. There should be a leader who is going to tell everyone what to do, what to eat, what’s there jobs† e.c.t They both agreed with each other decisions. Then jack said to everyone to put their hands up who want me to be the chief. Only a few people voted for him but when it was my turn nearly everyone said that he should be the chief of us. Slowly, slowly my friend piggy raised his hand up at last. I told them that I am the chief, I will tell you lot what to do and what not to do. I structured everyone some fundamental things and told my group to follow some crucial regulations so we can be rescued of from the island. My main rule was to maintain the fire going so we can be noticed on the island and then can be capable of being rescued. Later on jack stopped listening to my rules because he said that I don’t do anything for hunting or I don’t feed the little children’s. From then jack never listened to me and always wondered off to do hunting or to have fun on the beach. During jack’s hunting, he killed a pig and became so excited to tell this news to me. I wasn’t bothered if they had killed a pig or not because I told them that there was a ship out there. If you lot didn’t have gone off to hunting we could have gone home. Your stupid plans to go for hunting had failed me the group, also let out the fire. I was disappointed of being a leader of my group. My worries are that I wish that everyone had worked in a group and then we can have been rescued off from the island soon as possible. Everyone didn’t do as i told them to, except from my best friend piggy. How to cite Lord of the Flies: The best leader â€Å"Ralph, piggy or jack†, Papers